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Gaston, Lindsey (2022) Using Photo Voice to Determine the need for LGBTQAI+ Inclusive Curriculum. SAGE Research Methods Cases, Doing Research Online.
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Abstract
This case study is a concentrated look at how online video communications services like Zoom and Microsoft Teams can provide a useful platform for conducting interviews while using the methodological approach of Photovoice. My research aimed to gain insight into the LGBTQAI+ student experience in higher education and support the development of research-informed policy to promote inclusive environments. For my research, I chose to use the Participant Active Research approach of Photovoice and, given the in-depth, extended nature of the research, as well as the geographical diversity of the participants, we chose to use online video communications tools to conduct training and interviews. Online video communications allowed the participants greater levels of flexibility and convenience. The case study shows that greater levels of flexibility and convenience are important when multiple contact points with participants are needed to complete research. The case study also shows that the success experienced in using online video platforms for interviews did not extend to focus groups. Overall, the case study shows that online video communications services can be used to successfully conduct qualitative research, specifically with the Participant Active Research approach of Photovoice to gather rich data that reflects participants’ lived experiences.
| Item Type: | Article |
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| Additional Information: | Gaston, L. Using Photovoice via Online Platforms to Determine the Need for LGBTQAI+ Inclusive Curriculum. SAGE Research Methods Cases, Doing Research Online. https://doi.org/10.4135/9781529603286 |
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Business & Management (from Sep 19) |
| Publisher: | SAGE |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 21 Jun 2022 09:18 |
| Last Modified: | 21 Jun 2022 09:18 |
| DOI or ID number: | 10.4135/9781529603286 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/17112 |
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